Exploring Student Perceptions of Video-Based Feedback in Higher Education: A Systematic Review of the Literature

Authors

  • Tim Bahula University of Ontario Institute of Technology
  • Robin Kay University of Ontario Institute of Technology

DOI:

https://doi.org/10.33423/jhetp.v21i4.4224

Keywords:

higher education, video feedback, assessment

Abstract

This study provides a systematic review of the research on higher education students' perceptions of the benefits and challenges of video-based feedback. Fifty-eight peer-reviewed articles from 2009-2019 were selected using the PRISMA framework and analyzed employing a constant comparative method. Overall, students preferred video-based over text-based feedback. Benefits cited for using video-based feedback included a more detailed, clearer, and richer quality of feedback, increased understanding and higher-order thinking skills, more personal, authentic and supportive communication, and making the feedback process more interactive. Challenges included decreased accessibility, the linear nature of video-based feedback, and evoking negative emotions.

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Published

2021-06-14

How to Cite

Bahula , T. ., & Kay , R. . (2021). Exploring Student Perceptions of Video-Based Feedback in Higher Education: A Systematic Review of the Literature . Journal of Higher Education Theory and Practice, 21(4). https://doi.org/10.33423/jhetp.v21i4.4224

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Section

Articles